scholarly journals Sitting at 6.5: Problematizing IELTS and Admissions to Canadian Universities

2019 ◽  
Vol 36 (1) ◽  
pp. 160-171 ◽  
Author(s):  
Jennifer J. MacDonald
Keyword(s):  
Academic Success ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Testing System ◽  
Cut Scores ◽  
Canadian Universities ◽  
Canadian Higher Education ◽  
Admissions Criteria ◽  
International English

The International English Language Testing System (IELTS) standardized English language proficiency (ELP) exam is widely accepted proof of ELP at Canadian universities. The majority of Canadian universities set very similar IELTS cut scores for admission; however, these differ from the IELTS-recommended minimum cut scores. The use of the IELTS exam as an admission tool is not unproblematic, with debates around where to set cut scores, the interplay of political and administrative concerns in setting admissions criteria, and the correlation between cut scores and student academic success. As well, the issue of essential academic skills and literacies and their relationship to the exam, curricula, and student academic success figure in the broader discussion around the IELTS exam and its use in Canadian higher education. L’évaluation standardisée des compétences linguistiques en anglais (ELP) du Système international de tests de la langue anglaise (IELTS) est largement reconnue comme preuve de compétence en anglais dans les universités canadiennes. La majorité d’entre elles établissent des notes de passage IELTS très semblables pour l’admission, mais celles-ci diffèrent des notes de passage minimales recommandées par l’IELTS. L’utilisation de l’examen IELTS comme outil d’admission n’est pas sans problèmes en raison des débats dont font l’objet la hauteur des notes de passage, l’interaction des préoccupations politiques et administratives qui entrent en jeu lors de l’établissement des critères d’admission, et la corrélation qui existe entre les notes de passage et la réussite académique des étudiantes et étudiants. La question des compétences et littératies académiques essentielles et de leur relation avec les examens, les programmes d’études et la réussite académique des étudiantes et étudiants entre elle aussi en ligne de compte dans le débat plus large qui porte sur l’examen IELTS et son utilisation dans l’enseignement supérieur au Canada.

scholarly journals Critically Examining Perceptions of Different Englishes in the IELTS Speaking Section: Who Decides What is Acceptable?

2021 ◽  
Vol 3 (4) ◽  
pp. 08-15
Author(s):  
Colin Michell
Keyword(s):  
Focus Group ◽  
Language Proficiency ◽  
English Language ◽  
Native Speakers ◽  
Language Testing ◽  
English Language Proficiency ◽  
Testing System ◽  
Native Speakers Of English ◽  
Fit For Purpose ◽  
International English

The International English Language Testing System (IELTS) has become the worldwide benchmark for evaluating English language proficiency. However, the IELTS exam is not without its critics. It has been accused of being elitist and unaccommodating of test-takers who are not users of the prestige varieties of English, even though these people may need to take the exam for employment or immigration purposes. This study involved a focus group of experienced IELTS examiners who were given a number of listenings from non-standard yet still ‘native speakers’ of English to evaluate using the IELTS speaking bands. The focus group found that the IELTS speaking descriptors are not fit for purpose when dealing with non-standard or regional varieties of English. This study makes a case for the creators of the IELTS exam to adjust their grading criteria and examiner training to be more inclusive of all English varieties.

scholarly journals Gaining proficiency in the reading module in IELTS: A study on the efforts of Bangladeshi students

2010 ◽  
Vol 2 (3) ◽  
pp. 125-140 ◽  
Author(s):  
Sabrina Ahmed Chowdhury
Keyword(s):  
Key Words ◽  
Present Article ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Limited Resources ◽  
Testing System ◽  
English Speaking ◽  
Training Programmes ◽  
International English

As the name implies, the International English Language Testing System (IELTS) is a test for ascertaining an examinee's English language proficiency. This test is very important for students who want to get admitted to universities or training programmes in English speaking countries. IELTS has four modules including a module on reading. This module gives rise to a number of specific problems for Bangladeshi candidates. The present article attempts to identify the nature and extent of these problems with emphasis on why the examinees find reading module a tough one. The ways and means used by the trainers and teachers to assist Bangladeshi students to overcome these problems have been examined. The article concludes that even with limited resources, the teachers and trainers can follow a number of simple procedures to substantially improve readings skills of students leading to better scores. Key words: IELTS, Language Proficiency, Language SkillsDOI: 10.3329/dujl.v2i3.4148 The Dhaka University Journal of Linguistics: Vol.2 No.3 February, 2009 Page: 125-140

A longitudinal study at an English medium instruction university in Turkey: the interplay between English language improvement and academic success

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Doğan Yuksel ◽  
Adem Soruç ◽  
Mehmet Altay ◽  
Samantha Curle
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Grade Point ◽  
Content Learning ◽  
English Medium Instruction ◽  
Positive Effect ◽  
Academic Content

Abstract This article reports a quantitative empirical study that investigated whether English language proficiency increases over time when studying academic content through English Medium Instruction (EMI). It was also investigated whether an increase in proficiency predicts EMI academic achievement. Student English language test score data and Grade Point Average (GPA) data were collected from a public university in Turkey. Two academic subjects were compared: Business Administration (a Social Science subject, n = 81) and Mechatronics Engineering (a Mathematics, Physical and Life Sciences subject, n = 84). Results showed that in both subjects, English language proficiency statistically significantly improved over a four-year period of studying through English. Furthermore, this improvement predicted EMI academic achievement; meaning that the more proficient students became in English, the higher they achieved in their EMI academic studies. This provides evidence for policymakers, EMI practitioners, and language professionals around the world that English does improve when studying academic content through English, and that this improvement has a positive effect on content learning outcomes. Implications of these findings, and suggestions for further research are discussed.

scholarly journals EFFECT OF ENGLISH PROFICIENCY ON SOCIAL CAPITAL AND ACADEMIC ACHIEVEMENT AMONG ECONOMIC STUDENTS

2017 ◽  
Vol 16 (3) ◽  
Author(s):  
Muhammad Sodbir Hamzah ◽  
Hussin Abdullah ◽  
Mazida Ahmad
Keyword(s):  
Academic Achievement ◽  
Social Capital ◽  
Academic Success ◽  
Language Proficiency ◽  
Structural Equation ◽  
English Language ◽  
Structural Model ◽  
English Language Proficiency ◽  
Mediating Effect ◽  
Academic Achievements

The use of English language becomes increasingly important, either in educational sector or working sector. The role of social capital should be taken into consideration in helping the students to achieve their academic success. Previous findings indicated that students with limited use of English faced problems in advance subjects. Thus, this study examines the effect of English language proficiency towards social capital and academic achievement. This study employed the survey research design and the sample comprised of 81 undergraduate students enrolled in Economics courses from year two and three in Universiti Utara Malaysia (UUM). The instruments were adapted based on the constructs in the structural model developed. The data has been analysed using Structural Equation Modelling to enable simultaneous analysis of all the constructs and estimate the magnitude of the direct and indirect effects between the constructs. The findings show that there is a significant direct effect of English Language Proficiency (ELP) towards Academic Achievements (AA) and Social Capital Outside Family (SCOF), and from social capital outside family towards academic achievements. The mediating effect of social capital outside family towards English Language Proficiency (ELP) and Academic Achievement (AA) among economics students in UUM was significant. The findings suggest for more activities geared towards increasing students’ English language proficiency to help them to increase their academic achievements.Keywords: English Language Proficiency; Social Capital; Academic Achievement.

scholarly journals Performance in English Skills Courses and Overall Academic Achievement

1991 ◽  
Vol 9 (1) ◽  
pp. 42 ◽  
Author(s):  
Jean Black
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Language Proficiency ◽  
English Language ◽  
Threshold Level ◽  
English Language Proficiency ◽  
Academic Needs ◽  
Universities And Colleges ◽  
Spoken English ◽  
Academic Courses

The implementation of ESL courses at universities and colleges has been based on the assumption that a threshold level of English proficiency is necessary for students to succeed at their academic work. The correlation, however, between English language proficiency and academic success has not been clearly established. This paper describes a study undertaken at Brock University which correlates performance of students in ESL courses in spoken and written English with achievement in their other academic courses. The grades received in the ESL courses were correlated with the overall academic average and the major average for the whole group and for each of three degree groups-students completing B.A, RSc., and B.RE. degrees. Analysis of the data revealed a modest positive correlation between performance in written English and the overall and major averages in all groups except the B.RE., in which there was no significant correlation. The grades for the spoken English course failed to correlate significantly with either the overall average or the major average in any of the groups. Pedagogical implications of these surprisingly low correlations are discussed, and suggestions are offered for making skills learned in ESL courses more relevant to the academic needs of students.

scholarly journals English Language Proficiency and its Relationship with Academic Performance and the Nurse Licensure Examination

2020 ◽  
Author(s):  
Ryan Michael Flores Oducado ◽  
Marianne G. Sotelo ◽  
Liza Marie M. Ramirez ◽  
Maylin P. Habaña ◽  
Rosana Grace Belo-Delariarte
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Language Proficiency ◽  
English Language ◽  
Verbal Ability ◽  
The Philippines ◽  
English Language Proficiency ◽  
Nursing School ◽  
Licensure Examination

Past researches have shown that various factors influence students’ success in nursing school and the Nurse Licensure Examination (NLE). Such factors should be studied as foundations of the nursing programs. Problems with proficiency in the language used by the instructor to teach curricular courses may be considered a barrier to effective learning and academic success. This study ascertained the influence of English language proficiency to the academic performance of students in professional nursing courses and the NLE. This study employed a retrospective descriptive correlational study design. Secondary analysis of data sets of 141 nursing students in one nursing school in the Philippines was performed. Pearson’s r was used to determine the correlation between variables. Findings showed that there were significant correlations between academic performance and the Verbal Ability subscale of the Nursing Aptitude Test (p=.003) and the three English courses included in the nursing curriculum (p=.000). There were also significant correlations between the NLE ratings and Verbal Ability (p=.000) and the three English courses (p=.000). English language proficiency is an important factor in determining academic and licensure success of nursing students. Nursing schools must ensure that approaches in improving students’ English language proficiency must be well integrated into the undergraduate nursing program.

scholarly journals Adjunct Support for High School ESL Learners in Mainstream English Classes: Ensuring Success

1999 ◽  
Vol 17 (1) ◽  
pp. 72 ◽  
Author(s):  
Hetty Roessingh
Keyword(s):  
High School ◽  
Academic Success ◽  
Language Proficiency ◽  
English Language ◽  
English Literature ◽  
English Language Proficiency ◽  
High School English ◽  
Post Secondary ◽  
Esl Instruction ◽  
Esl Learners

The demographic profile of Alberta is changing rapidly. As the new millennium approaches, new patterns of immigration to Canada, and hence Alberta, are emerging and are forcing educators to rethink the goals of ESL instruction. The current wave of immigrants has expectations for academic success. Educational attention must be focused on programmatic responses that will ensure that ESL learners develop the level of English language proficiency necessary for academic success in high school and post-secondary study. Adjunct ESL instruction that complements the demands of high school English literature courses can result in the development of English language proficiency, and in turn academic success for ESL learners.

scholarly journals Exploring the Relationship Among International Students' English Self-efficacy, Using English to Learn Self-efficacy, and Academic Self-efficacy

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Chih-hsuan Wang ◽  
Jamie Harrison ◽  
Victoria Cardullo ◽  
Xi Lin
Keyword(s):  
Academic Success ◽  
International Students ◽  
Language Proficiency ◽  
Self Efficacy ◽  
Structural Equation ◽  
English Language ◽  
The United States ◽  
English Language Proficiency ◽  
Equation Modeling ◽  
Academic Self Efficacy

One of the major challenges for international students to pursue academic goals in the United States is English language proficiency, which often negatively affects academic success. Even students with confidence in their English language proficiency encounter challenges using English in class. Previous research indicates self-efficacy positively predicts English language proficiency and academic achievement. Therefore, the current study hypothesized a model using self-efficacy in using English to learn as a mediator between English and academic self-efficacy. The structural equation modeling results indicate English self-efficacy indirectly influenced international students’ academic self-efficacy through their using English to learn self-efficacy. Findings suggest using English and using English to learn self-efficacy are two distinct constructs. These results warrant academic English support for non-native English speaking international students.    

scholarly journals A Bayesian Approach to Investigating Factors Influencing Polytechnic College Students’ Academic Achievement

2022 ◽  
Vol 2022 ◽  
pp. 1-10
Author(s):  
Kidane A. Getahun
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Academic Success ◽  
Human Resource Development ◽  
Language Proficiency ◽  
English Language ◽  
Family Income ◽  
English Language Proficiency ◽  
Field Of Study ◽  
Factors Influencing

TVET plays a significant role in human resource development and, as a result, in a society’s progress and prosperity. The study is aiming at identifying the key factors influencing students’ academic success at polytechnic colleges. The study’s target population was regular Bahir Dar Polytechnic College students in the 2019/2020 academic year. Stratified random sampling was employed to conduct a cross-sectional survey of 536 participants. The author employed SPSS version 25 and WinBUGS 1.4 for quantitative data analysis. Bayesian logistic regression was used to model the factors that significantly influence TVET students’ academic achievement. Gender, age, family monthly income, study hours, stimulant use during the study, English language proficiency, EGSECE score, previous perceptions of TVET, teacher satisfaction, and field of study placement satisfaction were identified as factors that significantly influenced TVET students’ academic achievements. Being female, having a low family income, studying for a shorter period, using stimulants while studying, having a low English language proficiency, having a low EGSECE result, having a negative perception of TVET, and having low satisfaction with field of study were all linked to lower academic achievement in this study. According to the findings, students should spend more time in learning and consume fewer stimulants during their studies. The Ministry of Education should modify the TVET curriculum to aid students in improving their English language skills. Teachers in TVET should also receive ongoing capacity-building training. Finally, rather than imposing norms and limits (in terms of student achievement), TVET colleges should respect students’ free choice of training sector (department).

scholarly journals English Language Proficiency As An Indicator Of Academic Performance At A Tertiary Institution

2004 ◽  
Vol 2 (3) ◽  
Author(s):  
D. F. Stephen ◽  
J. C. Welman ◽  
W. J. Jordaan
Keyword(s):  
Academic Success ◽  
Language Proficiency ◽  
English Language ◽  
Statistical Tests ◽  
Human Resources Management ◽  
English Language Proficiency ◽  
First Year ◽  
Tertiary Institution ◽  
The Impact ◽  
Indian Students

The aim of this investigation was to ascertain the impact of English language proficiency on academic success of first-year black and Indian students in human resources management at a tertiary institution. Students enrolled for the period between 1996 and 2002 were included in the study. Statistical tests of differences between means were conducted. Significantly, the Indian group exhibited superior English language proficiency levels, compared to their black counterparts. The hypothesis that English language proficiency is associated with academic success appears to be substantially correct. Opsomming Die doel van die ondersoek was om die impak van Engelse taalvaardigheid op akademiese sukses van Swart en Indiese eerstejaarstudente in menslike hulpbronbestuur aan ’n tersiêre instelling te ondersoek. Studente wat vir die periode tussen 1996 en 2002 ingeskryf was, is in die studie betrek. Statistiese toetse vir verskille tussen gemiddeldes is toegepas. Die Indiese groep het beduidend beter taalvaardigheid as hulle Swart eweknieë openbaar. Die hipotese dat Engelse taalvaardigheid met akademiese sukses verband hou, blyk substantief korrek te wees.

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